Enroll and start gaining new counseling competences in the use of information technologies”

When we talk about research and innovation, we tend to think of inventions or physical tools. However, this field of development also includes the creation of techniques and strategies that are especially useful in education. Therefore, this Postgraduate diploma will address both to provide a well-rounded education.

The program will delve into the most recent research and innovations in education with the intention of providing knowledge of the most useful technologies, but also to define the most efficient learning techniques. All this, with the ultimate goal that graduates keep abreast of developments in the field and can continue to offer quality education.

The program is taught 100% online with no fixed schedules, and the syllabus will be available from the start of the program. This will allow students to take on the course load wherever, whenever and however they wish. All they need is a device with an Internet connection.

Throughout the program you will work with the most innovative measurement and evaluation techniques and tools to continue perfecting your professional practice in education”

This Postgraduate diploma in Education Research and Innovation contains the most complete and up-to-date educational program on the market. The most important features include:

• Case studies presented by experts in educational research and innovation
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

At TECH you will learn the most useful ways to implement information technologies into your educational environment”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive specialization programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.

TECH professors will teach you to work with traditional quantitative and qualitative research methodologies, but using the latest techniques"

The Internet offers infinite possibilities in education. Enroll and work on practical cases to fully master them"

The syllabus for this Postgraduate diploma in Education Research and Innovation is especially transversal, as it is aimed at professionals from different fields, mainly psychologists, educational psychologists, teachers and researchers. Their common link is the education system. Thus, future graduates will have completed a first-level course by means of a novel and proven learning methodology. This will allow them to take their professional functions in their respective areas to the next level.

TECH offers you an extensive and updated program that will allow you to significantly raise the level of your work”

Module 1. Evaluation, Diagnosis, and Psychopedagogical Guidance

1.1. Counseling and Psychopedagogical Intervention: Concept, Disciplinary Area, Object of Study, and Trajectory

1.1.1. Concept and Functions of Educational Diagnosis. Qualities of the Diagnostician

1.1.1.1. Concept of Educational Diagnosis
1.1.1.2. Functions of Educational Diagnosis
1.1.1.3. Qualities of the Diagnostician

1.1.2. Dimensions, Scopes, and Areas of Action

1.1.2.1. Dimensions in Psychopedagogical Intervention
1.1.2.2. Spheres and Areas of Intervention

1.2. Psychopedagogical Evaluation: Function and Nature

1.2.1. Concept, Purpose, and Context

1.2.1.1. Concept of Psychopedagogical Evaluation
1.2.1.2. Purpose of Psychopedagogical Evaluation
1.2.1.3. Context of the Evaluation

1.2.2. Psychopedagogical Evaluation Procedure. Evaluation in the School and Family Context

1.2.2.1. Psychopedagogical Evaluation Procedure
1.2.2.2. Evaluation in the School Context
1.2.2.3. Evaluation in the Family Context

1.3. Psychopedagogical Diagnosis: Concept, Possibilities and Delimitation within the Framework of Psychopedagogical Action

1.3.1. The Diagnostic Process and Stages

1.3.1.1. Diagnostic Processes
1.3.1.2. Stages

1.4. Psychopedagogical Evaluation Process according to Different Spheres of Action

1.4.1. Evaluation as a Process
1.4.2. Spheres of Action and Areas of Intervention and Evaluation in the School and Family Context

1.4.2.1. Scope and Spheres of Action
1.4.2.2. Evaluation Process at School
1.4.2.3. Evaluation Process in Family Settings

1.5. Design and Phases in the Psychopedagogical Evaluation

1.5.1. Psychopedagogical Evaluation Procedure and Phases

1.5.1.1. Psychopedagogical Evaluation Procedure
1.5.1.2. Psychopedagogical Evaluation Phases

1.6. Psychopedagogical Evaluation Techniques and Tools

1.6.1. Qualitative and Quantitative Evaluation Techniques and Tools

1.6.1.1. Qualitative Evaluation Techniques and Tools
1.6.1.2. Quantitative Evaluation Techniques and Tools

1.7. Psychopedagogical Evaluation at School

1.7.1. Evaluation in Classroom, School and Family Settings

1.7.1.1. Evaluation in the Classroom
1.7.1.2. Evaluation at School
1.7.1.3. Evaluation in Family Settings

1.8. Returning Information and Follow-up

1.8.1. Returning Information and Follow-up

1.8.1.1. Return
1.8.1.2. Follow-up

1.9. Psychopedagogical Guidance Models

1.9.1. Clinical Model, Consultation Model, and Program Model

1.9.1.1. Clinical Model
1.9.1.2. Consultation Model
1.9.1.3. Program Model

1.10. School Guidance: Tutorial and Family Guidance

1.10.1. School Guidance and Tutorial Guidance. Tutorial Action Plan

1.10.1.1. School Guidance
1.10.1.2. Tutorial Function
1.10.1.3. Tutorial Action Plan

1.11. Vocational, Professional and Career Guidance

1.11.1. Vocational/Professional/Labor Guidance and Maturity. Approaches and Interests

1.11.1.1. Vocational Guidance and Maturity
1.11.1.2. Professional Guidance and Maturity
1.11.1.3. Career Guidance and Maturity
1.11.1.4. Approaches and Interests

1.12. Guidance in Social, Health, Vulnerability or Social Exclusion Contexts

1.12.1. Concept, Purpose and Social, Health, Vulnerability or Social Exclusion Contexts Orientation Guidelines

1.12.1.1. Concept and Guidance Contexts in Social and Health Care and Social Vulnerability or Exclusion
1.12.1.2. Purpose of Guidance in Social and Health Care and Social Vulnerability or Exclusion

Module 2. Measurement, Research, and Educational Innovation

2.1. Introduction to Education Research and Innovation

2.1.1. Relationship between Innovation and Research. The Need for Research and Innovation in Education

2.1.1.1. Innovation Concept
2.1.1.2. Research Concept
2.1.1.3. Relationship Between Innovation and Research
2.1.1.4. The Need for Research and Innovation in Education

2.2. Research Planning I

2.2.1. Education Research and Innovation Modalities

2.2.1.1. Quantitative Approach
2.2.1.2. Qualitative Approach

2.2.2. Stages of the Research and Innovation Process

2.3. Research Planning II

2.3.1. Research Planning and Development or Field Work. Disseminating Results

2.3.1.1. Research Planning or Field Work
2.3.1.2. Research Development or Field Work
2.3.1.3. Dissemination of Results

2.4. Selecting a Topic and Drafting a Paper

2.4.1. Selecting a Study Topic and Building a Theoretical Framework. Project and Final Report

2.4.1.1. Selecting a Study Topic
2.4.1.2. Building a Theoretical Framework
2.4.1.3. Project and Final Report

2.5. Quantitative Designs I

2.5.1. Experimental Designs, Intergroup Designs, and Intragroup Designs

2.5.1.1. Experimental Designs
2.5.1.2. Intergroup Designs
2.5.1.3. Intragroup Designs

2.6. Quantitative Designs II

2.6.1. Quasi-Experimental, Descriptive, and Correlational Designs

2.6.1.1. Quasi-Experimental Designs
2.6.1.2. Descriptive Designs
2.6.1.3. Corrective Designs

2.7. Qualitative Designs

2.7.1. Conceptualization and Modalities of Qualitative Research

2.7.1.1. Conceptualization of Qualitative Research
2.7.1.2. Ethnographic Research
2.7.1.3. The Case Study
2.7.1.4. Biographical-Narrative Research
2.7.1.5. Grounded Theory
2.7.1.6. Action Research

2.8. Innovative Methodologies

2.8.1. Educational Innovation for School Improvement. Innovation and ICT
2.8.1.1. Educational Innovation for School Improvement
2.8.1.2. Innovation and ICT

2.9. Measurement and Evaluation: Techniques, Tools and Information Gathering I

2.9.1. The Collection of Information: Measurement and Evaluation. Data Collection Techniques and Instruments

2.9.1.1. Data Collection: Measurement and Evaluation
2.9.1.2. Data Collection Techniques and Instruments

2.10. Measurement and Evaluation: Techniques, Tools and Information Gathering II

2.10.1. Research Instruments: Tests
2.10.2. Reliability and Validity: Technical Requirements of Assessment Instruments in Education

2.10.2.1. Reliability
2.10.2.2. Validity

2.11. Quantitative Information Analysis

2.11.1. Statistical Analysis: Research Variables and Hypotheses

2.11.1.1. Statistical Analysis
2.11.1.2. Variables
2.11.1.3. Hypotheses
2.11.1.4. Descriptive Statistics
2.11.1.5. Inferential Statistics

2.12. Qualitative Information Analysis

2.12.1. Qualitative Data Analysis. Criteria of Scientific Rigor

2.12.1.1. General Process of Qualitative Analysis
2.12.1.2. Criteria of Scientific Rigor

2.12.2. Categorization and Coding of Data

2.12.2.1. Data Categorization
2.12.2.2. Data Coding

Module 3. Curricular Materials and Educational Technology

3.1. Educational Guidance in the Information Society

3.1.1. Educational Guidance and New Competences in Guidance Counselors in the Framework of Information Technologies

3.1.1.1. New Concept of Educational Guidance in the Framework of the Information Society
3.1.1.2. New Competencies in Guidance Counselors

3.2. Materials and Media as Teaching and Learning Support

3.2.1. Curricular Materials, Methodological Principles for its Use and Evaluation

3.2.1.1. Curricular Materials for the Improvement of the Teaching-Learning Process
3.2.1.2. Characteristics and Types of Curricular Materials
3.2.1.3. Use and Evaluation of different types of Curricular Materials
3.2.1.4. Educational Technology

3.3. Curricular Materials for New Teaching and Learning Methodologies and Education Innovation (I)

3.3.1. Student-Centered Learning, from Planned Curriculum to Curriculum in Action

3.3.1.1. New Student-Centered Educational Paradigm
3.3.1.2. Planned Curriculum and Curriculum in Action

3.3.2. The Concept of Educational Innovation and New Educational Methodologies

3.3.2.1. Educational Innovation
3.3.2.2. Cooperative Learning

3.4. Curricular Materials for New Teaching and Learning Methodologies and Education Innovation (II)

3.4.1. Problem-Based Learning, Thinking Culture, Project-Oriented Learning, Gamification, and the Flipped Classroom

3.4.1.1. Problem-Based Learning
3.4.1.2. Thinking Culture
3.4.1.3. Project-Oriented Learning
3.4.1.4. Gamification
3.4.1.5. Flipped Classroom

3.5. The Information Society: ICT in Education

3.5.1. Education Challenges in the Information Society: Training Citizens in Media Education

3.5.1.1. ICT
3.5.1.2. New Reality in the Information Society
3.5.1.3. Educational Challenges in the Information Society
3.5.1.4. Media Education

3.6. Curricular Integration of ICT

3.6.1. Integration of ICTs as an Object of Study, Institutional Integration, and Didactic Integration

3.6.1.1. ICT as an Object of Study
3.6.1.2. Institutional Integration of ICT
3.6.1.3. ICTs in the School Curriculum and Didactic Integration

3.7. The Internet in Learning:2.0 Schools and e-Learning Models

3.7.1. Concept and Characteristics of2.0 Schools. e-Learning and b-Learning. Vocational Training and Online Universities MOOCs

3.7.1.1.2.0 Schools
3.7.1.2. e-Learning and b-Learning
3.7.1.3. Online Training
3.7.1.4. MOOCs

3.7.2. Possibilities offered by the Internet for the Communication and Professional Development of Educators

3.7.2.1. Communication and Professional Development of Educators on the Internet

3.8. Personal Learning Environments (PLE) in Lifelong Learning

3.8.1. PLE Definition, Characteristics and Elements

3.8.1.1. Lifelong Learning
3.8.1.2. Personal Learning Environments, Definition and Characteristics
3.8.1.3. Fundamental Elements and Construction of a PLE

3.8.2. The PLE in the Work of the Counselor

3.8.2.1. Use of PLE in the Guidance Function

3.9. Audiovisual Media in Education

3.9.1. Characteristics of Audiovisual Media in Education. Sound Resources, Podcasts, and the Radio in Schools. Image Resources

3.9.1.1. Characteristics of Audiovisual Media in Education
3.9.1.2. Sound Resources
3.9.1.2. Podcasts and the Radio in Schools
3.9.1.3. Image Resources
3.9.1.4. Audiovisual Material Design and Production

3.10. Vocational and Career Guidance using ICT

3.10.1. ICT in Vocational and Career Guidance Processes in High School. Guidance Programs and Web Platforms

3.10.1.1. ICT in Vocational and Career Guidance Processes in High School
3.10.1.2. Guidance Programs for High School Students
3.10.1.3. Web Platforms for Vocational and Career Guidance (My WayPass)

3.11. Developing Multimedia Materials for Tutoring and Academic Guidance

3.11.1. The Concept of Web2.0. Web Pages, WebQuest, Blogs and Wikis. Multimedia Materials for Tutoring

3.11.1.1. Web2.0
3.11.1.2. WebQuest
3.11.1.3. Blogs
3.11.1.4. Wikis
3.11.1.5. Multimedia Materials for Tutoring

3.12. Curricular Materials for Attention to Diversity

3.12.1. Materials for Attention to Diversity and for Diagnosis and Evaluation ICT in Attention to Diversity

3.12.1.1. Materials for Attention to Diversity
3.12.1.2. Materials for Diagnosis and Evaluation
3.12.1.3. ICT in Attention to Diversity

 The      relearning methodology employed at TECH will allow you to conduct learning processes without the need for excessive study hours”